目前我国大部分学校都运用传统教学模式进行体育教学，传统教学模式的特点是：教师一直灌输教学内容，学生接受并且学习、这样机械学习导致了学生主体意识差，参与课堂意识以及实践意识不强，从而自身的创新思维受到限制，出现了学生喜欢体育而不喜欢上体育课的现象，再加上体育课课时短缺，教师在上课中，多数时间和精力放在了学生学习体育项目的技术动作上，而忽视了学生体育与健康理论知识的传授，使得学生体育与健康学科的核心素养较差，近年来，处在教育工作一线的教师们在不断探索、改革、创新体育课堂的教育教学模式，目的是为了提高学生自主学习能力与创新能力，在提高学生体育技能的同时，也丰富学生体育与健康的理论知识，进而增加学生的学习兴趣。随着信息化在各行各业的快速发展，教育教学的模式也随之发生了改变，2011年基于微视频的翻转课堂教学模式的引进很好的解决目前体育教学的弊端，并在重庆市聚奎中学初步进行了实践推广[[[ ]罗少华，中美翻转课堂实践案例比较研究，陕西师范大学]]。在之后的六年时间里，这种教学模式得到了广大在一线教育教学工作者的认可，并且已经不断有学校将翻转课堂这种教学模式应用于数学、语文、化学、物理等高考学科中，并且有了初步的研究成果。但对于体育这样一个特殊学科，笔者通过查阅资料发现体育翻转课堂教学模式还不成熟，翻转课堂视频教学资源还很缺乏，需要体育研究工作者进一步的去探究开发。 本研究首先通过查阅文献，对微视频与翻转课堂教学模式的国内外现状进行研究分析，整理出基本研究成果。然后通过教学案例设计进行阐述，设计出一堂基于微视频的翻转课堂教学案例供读者参考。为了进一步研究学生微视频的学习效率笔者通过访谈研究得出微视频制作的基本原则，既目标性原则、整体性原则、选择性原则、直观性原则、艺术性原则。 为了了解学生基于微视频的翻转课堂的教学效果，笔者通过基于微视频的翻转课堂教学模式在高中体操教学中应用进行了教学实验，并对学生的学习效果进行了检测，对学生进行了问卷调查。研究结果显示基于微视频的翻转课堂教学模式有利于激发学生对体操学习的动力，提高学生对体育与健康知识的储备，增强学生学习自主性，加强师生之 间的交流与沟通。

At present, most schools in China use traditional teaching modes for PE teaching. The characteristics of traditional teaching mode are as follows:Teacher has been to instill the teaching content, students accept such images. These contributed to the rote learning, students’ own consciousness is poor.Their participate in class and practice consciousness is not strong, their innovative thinking is restricted. Thus, students like sports but not P.E. class,coupled with the shortage of P.E. classes, the teacher in class, put most of the time and energy on the students' sports techniques, while ignoring the students sports and health imparting theoretical knowledge. As a result, students’ physical education discipline quality is poorer.In recent years, teachers have been exploring, reforming and innovating teaching modes all the time. The purpose is to improve students' autonomous learning ability, improve their innovative ability ,as well as their sports skills and health, enrich the theory knowledge.In turn, increase the students' interest in learning.With the rapid development of information technology in all walks of life, the education teaching mode has been changed.“Flip class” which was based on micro video has solved the disadvantages of the present sports teaching very well in 2011. And Jukui Middle School in Chongqing promoted and put the mode in to practice .After six years, this kind of teaching mode has been used by a vast number of teachers, and has been constantly applied in the college entrance examination subjects such as maths, Chinese, chemistry, physics. And it has got some achievements.However, for a special subject like sports, the author found that the flipped classroom teaching model of physical education is not mature yet, and the teaching resources in the form of videos are still lacking, which requires further exploration and development of physical education researchers. This study firstly studied and analyzed the current situation of micro-video and “flipped class” teaching mode at home and abroad through literature review, and sorted out the basic research results.Then,a flipped classroom teaching case based on micro-video is designed for readers’ reference.In order to improve the learning efficiency of students' micro-video study, the author obtained the basic principles of micro-video production, including the objectives, integrity, selectivity, objectivity and artistry. In order to know the teaching effect of students' flipped class teaching based on micro-video, the author used the flipped class model based on micro-video to conduct teaching experiments in closed high school gymnastics teaching, tested students' learning effect and conducted a questionnaire survey on students.The research results show that the flipped class teaching mode based on video is beneficial to stimulate students' motivation to learn gymnastics, improve students' reserve of sports and health knowledge, enhance students' learning autonomy and strengthen communication between teachers and students.